Recent studies predict that the school closures and distance learning of the 2020 pandemic will lead to lower average education levels, but they may also result into greater and new education inequalities. Using PISA 2018 data from France, Germany, Italy, Spain and the United Kingdom, we find that, even before the pandemic, students lacking the resources needed to learn remotely – ICT resources at home, at school or a quiet place to study – experience strong and significant cognitive gaps with respect to their peers that, in mathematics, range from 70 percent of a school year in the United Kingdom, Germany and France to 25 percent in Spain. Gaps in reading are similar. With school closures and remote learning, these cognitive losses are predicted to increase. We find similar results by considering days of absence from school. In the longer run, students in Spain, Germany and Italy who cannot learn remotely are more likely to repeat grades and end their education early. Overall, cognitive gaps and school dropouts driven by a lack of ICT resources vary with countries’ educational systems and digital divides. Policies should aim to enhance the use of digital resources in education, and must be designed according to countries’ characteristics.
Bonacini, L. e M., Murat. "Coronavirus pandemic, remote learning and emerging education inequalities" Working paper, DEMB WORKING PAPER SERIES, Dipartimento di Economia Marco Biagi - Università degli Studi di Modena e Reggio Emilia, 2020. https://doi.org/10.25431/11380_1211025
|Titolo:||Coronavirus pandemic, remote learning and emerging education inequalities|
|Autore/i:||Bonacini, L.; Murat, M.|
|Data di pubblicazione:||2020|
|Mese di pubblicazione:||Settembre|
|Digital Object Identifier (DOI):||10.25431/11380_1211025|
|Serie:||DEMB WORKING PAPER SERIES|
|Citazione:||Bonacini, L. e M., Murat. "Coronavirus pandemic, remote learning and emerging education inequalities" Working paper, DEMB WORKING PAPER SERIES, Dipartimento di Economia Marco Biagi - Università degli Studi di Modena e Reggio Emilia, 2020. https://doi.org/10.25431/11380_1211025|
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